因此，教育与转化学习困难儿童，必须重视和加强认知策略的训练。
So we must value and strengthen the training of cognitive tactics for educating and transforming these kids.
他们很少主动采取有效策略控制自己的情感和认知活动，而是注重沿用传统的学习策略。
They seldom take the initiative to learn to manage their own cognitive and affective strategies.
简单地说，合作学习是指让学生以小组形式进行学习的一种教学组织策略，它的理论基础主要有社会心理学、认知心理学和建构主义学习论。
CL is a teaching tactic that organizes the students to study in group. It's directed by social psychology, learning psychology and constructivism theory.
儿童的认知策略对儿童学习有重要意义。
The tactics for children′s cognition plays important significant role for the children′s learning.
在语言学习中，有两个因素对学习效果起着很大的影响，即认知风格与语言学习策略。
In language learning, there are two factors which greatly influence the effect of learning, that is, cognitive style and language learning strategies.
以第二语言习得理论、认知学习理论和图示阅读理论为依据，阐明学习策略在第二语言习得中的重要作用。
Based on Cognitive learning Theory and Schema Reading Theory, the paper illustrates the significant role that the learning strategy plays in second language acquisition.
根据认知心理学中的假设检验理论和一些相关的认知心理学研究及试验可以证明猜测策略是十分可行并且重要的词汇学习策略。
Based on the Hypothesis-Testing theory and some other relevant theories of cognitive psychology, guessing strategy could be considered as an important learning strategy for the vocabulary learning.
前者使用元认知策略的意识比较强，英语学习富有计划性和主动性；
The former has a strong sense of using meta-cognitive strategies and is planned and proactive in English learning.
本文通过从中英文化差异和学生学习过程中的负迁移、过度概括，简化等认知策略的负面影响两个方面简要分析了影响学生用英语思维的原因。
Different cultural backgrounds and the negative transference, overgeneralization as well as simplification in the cognitive learning strategy are hindering students from thinking in English.
口译学习者的认知学习策略主要表现在口译活动的三个阶段：译前准备阶段、理解阶段和重述阶段。
The cognitive learning strategies of interpretation learners are employed in all the three stages of interpretation: preparation, comprehension and reproduction.
它将关注学习者的个体差异和学术英语文章的本质对元认知策略使用的影响。
It draws attention to the influence of individual learner differences and the nature of academic English texts on metacognitive strategies use.
本文在调查的基础上分析了第二语言学习者在听力理解过程中的认知策略。
Based on investigation, this paper offers an analysis on the cognitive methods of listening comprehension for the second language learner.
最后提出了情境认知理论下的意义学习的几种策略。
Put forward several kinds of tactics of meaning study under the cognitive theory of the situation finally.
第四，学习者错误的认知策略也可引起第二语言习得的停滞。
Fourth, a learner's faulty cognitive strategies also cause the stabilization of his second language acquisition.
为更好地发挥阅读学习策略的效能，从认知心理学视角结合医学外语阅读教学的实际情况提出几种适合医学生学习特点的阅读学习策略。
To enhangce students′ reading, the reading strategy is proposed from the point of view of cognition, which is related to the teaching context and adapted to medical students′ learning characteristics.
研究证实，元认知可教，学习者的元认知策略使用能力也可以得到培养。
Researches have shown that metacognition can be taught to learners and metacognitive strategies can be trained.
本文尝试探索既能发挥网络优势，又能促进学习者有效认知的网络课程教学设计模式以及具体的设计策略与方法。
The study tries to explore a model, strategies and methods for web-based course designing which can take advantage of Internet and promote cognition process.
首先，教师与学生都应当重视元认知学习策略对学生阅读学习的影响，教师应当有目的地培养学生的策略意识。
First of all, both language teachers and learners should come to realize the importance of learning strategies in teaching and learning effective reading.
元认知策略指有效学习一门外语而采取的管理步骤，如计划、监控和评估。
By meta cognitive strategy we mean a general management of procedures for effective learning of a foreign language such as planning, monitoring and evaluating.
认知策略是科学学习方法的精华，是学习者学会学习的最重要的技能。
It is the cream of scientific learning method and also the most important learning skills for a learner.
听力策略培训能提高英语学习者的听力理解能力，而结合教学进行元认知策略培训是提高听力理解能力的有效途径。
Strategy training enables learners of English to improve their listening comprehension. In class meta cognitive strategy training proves to be an effective way.
本研究提出的学习物理规律的认知策略和相应的教学策略是有效的。
Iv. The cognitive tactics of learning physical laws and teaching tactics are effective.
认知风格和学习策略是导致外语学习者个体差异的两个主要因素。
Cognitive styles and learning strategies are two main factors leading to individual differences of foreign language learners.
作者认为，具有不同认知风格的学习者，采取的学习策略也不同。
The author has come to the following conclusion:learners with different cognitive styles adopt quite different strategies in learning a foreign language.
调查结果显示，我国学生学习英语最常用的策略是补偿策略和原认知策略，最不常用的是记忆策略和社交策略。
The results showed that compensation and metacognitive strategies were the most used, while social and memory strategies were the least used.
文中探讨了在新专升本院校，通过精读课上的元认知策略培训来促进学生自主性学习能力的可行性。
This paper is intended to foster learner autonomy through enhancing metacognitive strategys training for the students in the newly-upgraded colleges.
在外语教学和研究中，元认知策略是一项非常重要的认知策略，包括制定计划，监控学习过程，评估学习效果。
The results revealed it an effective way for non-English majors to learn and practice meta-cognitive strategy to improve their writing.
听觉型-视觉型-动觉型-触觉型学习者，训练策略应是充分发挥各自的认知优势，因势利导。
For the auditory, visual, kinesthetic and tactile, we should take full advantage of different cognitive styles.
从分析认知风格的分类出发，指出认知风格研究及策略性学习在大学学习中的重要性，同时，对如何将认知风格与策略性学习相结合提出了建议。
This paper elaborates on the current study of cognitive styles, and puts forward suggestions on strategic learning based on the theory of cognitive styles.
从分析认知风格的分类出发，指出认知风格研究及策略性学习在大学学习中的重要性，同时，对如何将认知风格与策略性学习相结合提出了建议。
This paper elaborates on the current study of cognitive styles, and puts forward suggestions on strategic learning based on the theory of cognitive styles.
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